The relevance of the outlined problem is determined by modern innovative transformations in the field of education. The article presents theoretical and research aspects of the problem of development and improvement of personal and professional spheres in the teacher's pedagogical activity. The role of the teacher's personal sphere is substantiated, pedagogical orientation in particular, socially and professionally the most significant personality traits are singled out, namely: social responsibility, love for the child, love for one's profession, humanism, benevolence, sociability; corresponding professional qualities include: theoretical and methodical training by profession, psychological-pedagogical and theoretical-practical preparation, development of pedagogical skills. An important role in the self-improvement of a teacher is played by such a cognitive component as knowledge that forms the foundation of continuous self-development and professional and pedagogical education. The philosophy of anthropocentrism as a new quality of innovative thinking of a person, which surpasses the established standards of mind frame of past eras, appears as the methodological basis of knowledge about a person. An activity component has been identified, which includes pedagogical skills and mastery of the methods and techniques of teaching and upbringing, based on the conscious use of psychological-pedagogical and methodical knowledge. The active component includes such components as gnostic, projective, constructive, communicative, organizational. The research aspect involves conducting a pedagogical experiment to identify, in particular, the dynamics of the formation of the components of the activity component in the process of training future teachers in higher education institutions. As a result of the experiment, through the introduction of the appropriate model and technology, there were changes in the levels of formation of professional skills in educational work according to students' self-assessment. The graduates' orientation towards further professional self-improvement and self-development is also traced. All this testifies to the students' readiness for future independent work to improve their personal and professional qualities, knowledge, and skills. A comparative analysis of the data obtained at the beginning and after the completion of the formative experiment made it possible to identify positive changes in the levels of productivity of students' training to improve the personal and professional spheres of students in the experimental and control groups. Thus, the analysis of scientific literature and the conducted experiment testify to the effectiveness of the developed model and technology in improving personal and professional spheres in the pedagogical activity of an elementary school teacher. Several problems have been identified that require further research by taking into account the current situation in Ukrainian society: the pandemic and martial law.
The article considers the essence and potential of STEM-education, the implementation of which is important for the training of specialists of the new generation and socio-economic development of our country. The core of the basic concepts of STEM-education as a new direction in education is revealed, the appearance of the acronym "STEM" is covered, its meaning is discussed, and the conceptual field of its synonymous categories is analyzed. The main advantages of this area and the main issues of STEM-approach implementation in the domestic education system are clarified. The experience of the world's leading countries (including the USA, Great Britain, and Canada) in the implementation and development of STEM-education is analyzed. The conclusion about efficiency of activity of the establishments of the general secondary education focused on STEM-technologies is made. The necessity of improving the education system of Ukraine focusing on the experience of STEM programs implementation in the above-mentioned countries is substantiated. Possibilities of application of STEM-technologies in the New Ukrainian School (NUS) are defined (at an initial stage of training in particular). The conclusion is made about the need to restructure the whole learning process, which presupposes moving away from the teacher-centered model of learning, giving students initiative, stimulating their activity, activating development of critical thinking and creativity. It is noted that the role of teachers in STEM-education is changing, which, in turn, raises the issue of training and retraining of teachers who could work in this direction and transfer the process of STEM-education from individual to mass. The need to provide educational institutions with appropriate material resources (LEGO designing sets, computers, new generation of textbooks, etc.) has been confirmed.
The article substantiates the professional significance of the formation of competencies in chemistry and learning outcomes of higher education in the specialty "Technologies of medical diagnostics and treatment" in the process of studying the discipline "Technique of laboratory work". It is proved that this discipline integrates knowledge of the technique of chemical experiment, in particular – the preparation of solutions of certain concentrations, which is of immense importance for the professional activities of laboratory assistants of clinical diagnostic laboratories. Thus, this problem requires special methodological attention. It is determined that the formation of competencies in chemistry and learning outcomes of higher education in the specialty "Technologies of medical diagnostics and treatment" should take place in the conditions of creating a specially organized student-centered educational environment in higher education institutions (HEIs). It enables students to use organizational, intellectual-communicative, educational, methodological, logistical, informational-technological resources of HEIs, as well as to influence the systematic updating of educational programs, thus determining the goals, structure, methods and professional orientation of their education. A list of general and special competencies as well as learning outcomes of higher education seekers, which will be formed in the specified topic of the course "Technique of laboratory work" has been composed. On the example of conducting a practical lesson on the corresponding topic, the author's method of forming and evaluating the learning outcomes of applicants for higher education is given. It is shown that the formation of these learning outcomes begins with the acquaintance of applicants with their content. Algorithms for solving computational problems of preparation of tinctures by methods of sample and dilution solutions are given. Detailed instructions for the preparation of solutions of salts, alkalis and acids and determination of their concentrations using a hydrometer are given. The place of group educational activity in the process of formation of students' learning outcomes is outlined. Methods of control and assessment of students' academic achievements are indicated, namely: online testing using modern educational platforms, self-evaluation, evaluation by group members and assessment based on the results of their experimental work.
The article presents the results of scientific analysis of the concept of "storytelling" as a method of teaching, and substantiates its effectiveness in the process of teaching social science and humanitarian disciplines in medical institutions of higher education. Based on the analysis of scientific sources conducted, it was concluded that the method of storytelling provides a wide space for teachers and students allowing their creative cooperation, which results in deep knowledge and personal development of the student. It also helps to increase motivation to learn, creates a healthy psychological microclimate in the team, amplifies and stimulates students’ achievement. The importance of storytelling in the formation of communication skills in future medical professionals is determined; the effectiveness of using this innovative method at different stages of practical training is substantiated; the approximate structure of sample story is determined, as well as the variants of plot that can be used in accordance with the educational purpose are described in detail, and examples of practical implementation of stories in the context of teaching social sciences and humanities in medical institutions of higher education are provided, namely: "Ukrainian language (professionally oriented)", "History of medicine". The possibilities of using technical teaching aids, online tools and mobile applications to create stories and their use in pedagogical practice are identified. The further prospects of scientific research in a certain direction, which may relate to measuring the effectiveness of the method of pedagogical storytelling by conducting a survey among students and/or teaching staff with the further statistical analysis of the data obtained, as well as the formation of guidelines for effective use of storytelling in educational sphere of the Healthcare industry.
The article defines the method of formation of special competences of bachelors in the technology of medical diagnostics and treatment during the "Biological and clinical chemistry" discipline classes on the example of a practical session on the topic "Conducting a glucose tolerance test". The list of acquired competencies, which are formed during the practical session, has been established. Based on B. Bloom's taxonomy, the target and evaluation aspects of the program learning outcome "Perform quantitative and qualitative biochemical research, interpret the results" at the levels of cognitive, emotional (affective) and psychomotor spheres of the acquirers' personality are singled out. Pedagogical conditions for the formation of their competences have been established, namely: the possibility of access of students to the necessary resources of a student-centered educational environment and consideration of interdisciplinary connections. It is proved that among all the general didactic principles on which the formation of competences of students in practical training is based, the principle of connection between training and practice is the most important. Priority methods and means of competence formation have been selected. The structure of the practical lesson is determined on the basis of competence by stages: preparatory (motivation of the educational activity of the students, checking the input level of knowledge), basic (studying the features of the structural and logical scheme and the algorithm for conducting the glucose tolerance test, introducing knowledge into the practice of performing this biochemical research), final (control and assessment of the level of mastery of the program learning outcomes by the students using testing methods, solving professionally-oriented situational problems, substantiating reports on the conducted research, conducting self-analysis of the students’ activities, observing the manifestations of various spheres of their personality based on the methods of control and evaluation – maps and rating scales).
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